Adapting Interactive Shared Reading Interventions for Young Learners with Autism Spectrum Disorder: RECALL

Autor/inn/en	Jackson, Elizabeth M.; Hanline, Mary Frances; Whalon, Kelly
Titel	Adapting Interactive Shared Reading Interventions for Young Learners with Autism Spectrum Disorder: RECALL
Quelle	In: Young Exceptional Children, 25 (2022) 1, S.30-41 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Jackson, Elizabeth M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/1096250620950244
Schlagwörter	Autism; Pervasive Developmental Disorders; Reading Strategies; Preschool Children; Preschool Education; Interaction; Teaching Methods; Oral Language; Language Skills; Vocabulary; Reading Comprehension; Cues; Learner Engagement; Visual Aids + Suchen Sie Ihr Suchwort? Autismus; Reading strategy; Leselernstufe; Lesetechnik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Wortschatz; Leseverstehen; Stichwort; Anschauungsmaterial
Abstract	Many early childhood educators use the evidenced-based practice of interactive shared book reading (ISBR) to promote the development of important communication and literacy skills. ISBR for preschoolers has been shown to build both vocabulary and conceptual knowledge, which in turn contributes to later language and reading comprehension development. While Early Childhood Special Educators (ECSE) recognize the importance of engaging in ISBR with their students, children with autism spectrum disorder (ASD) often struggle to meaningfully participate in ISBR because of the children's difficulties in language/communication, joint attention, and social reciprocity. The purpose of this manuscript is to describe an approach to support children with ASD to engage in ISBR to build oral language skills (e.g., vocabulary knowledge and comprehension) and ultimately to support later reading comprehension. The approach is RECALL: Reading to Engage Children with Autism in Language and Learning. This article describes the RECALL ISBR approach, explains how to implement RECALL, and provides information on additional enhancements that support social communication engagement. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01